A Comparison Framework

The conceptional framework for evaluation instructional design models

The conceptual framework for evaluating design models presented by Edmonds, Branch, and Mukherjee is much needed in an era where there are so many instructional design models to choose from. Though the model is older, it can still be viewed as beneficial in identifying important components associated with instructional design models. It is no secret that the field of education and instructional design is constantly evolving and changing, oftentimes swinging from one extreme to the next. However, the use of instructional design models have remained a constant in the ever-changing realm of education. The evaluation model presented by Edmonds et al. (1994) addresses the field of instructional design as “systematic where the outcomes of each component directly or indirectly impact every other component of the instructional design process” (p. 57). However, because models of instructional design need to be inherent to the needs of the learner and the learning environment, it can be difficult to distinguish between the proper uses of such models. Thus, creating a method to help compare the various components of instructional design helps to “consolidate the knowledge base of the field by identifying the various components of models” (p. 58).

In examining instructional design models, it becomes increasingly clear that many models share very similar components. Edmonds model can be helpful by examining these characteristics and thinking about the desired purposes and tasks of learning. The model is founded by utilizing five impending components of instructional design and integrating them into a framework centered around the four components of type of orientation, type of knowledge, required expertise, and theoretical origins (Edmonds et al., 1994, p. 60). Here’s a brief summarization of each component.

• Type of Orientation determines whether the intended purpose of the learning model is descriptive or prescriptive. This is a look into how the variables of interest most impact the learning environment.

• Type of Knowledge examines whether the tasks required within the model are procedural or declarative. Within this component the how and why of reaching a goal are analyzed.

• Required Expertise looks at the required level of ability for the user. Some models will be better suited for novice designers, while others can better suit intermediate or expert uses. The varying levels of expertise depend on how much step by step assistance the model can offer users.

• Theoretical Origins are an important component to consider when analyzing a model. The history and research behind why and when a model was created is very indicative of its impact in planning.

As far as applying the framework myself, I find the model to be a little confusing to understand. I think the model is helpful in isolating the four components listed above and bringing their importance to light, however I don’t know that the actual visual of the model (pictured below) is very user friendly and easy to understand. It would be very difficult to use the model without the background knowledge of how and why it was created. I am honestly finding myself needing a little bit more explanation of the model after the readings this week and I wasn’t able to really find any other resources that helped to clarify it.

Works Cited

Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994). A conceptual framework for comparing instructional design models. Educational Technology Research and Development, 42(4), 55–72. https://doi.org/10.1007/bf02298055